QUARTER I

Week 1

Subject: MATH Grade Level: 10

Date: __________________ Day: 3
Demonstrates understanding of key concepts of sequences,
Content Standard
polynomials and polynomial equations.

Is able to formulate and solve problems involving sequences,

Performance Standard polynomials and polynomial equations in different disciplines
through appropriate and accurate representations.

M10AL-Ia-1
Competency
Generates patterns.

I. OBJECTIVES
Knowledge:  Describes an arithmetic sequence by giving the formula for the nth term
Skills:  Finds the formula for the general term given some terms of the sequence
Attitude:  Observes the value of accuracy in finding the general term of a given
sequence

II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 15
Pages
2. Learner’s
Materials Pages Mathematics Learner’s Materials Pages 9 - 11

3. Textbook Pages  e-Math Worktext in Mathematics by Orlando Oronce

and Marilyn O. Mendoza, pp. 6 - 8
 Intermediate Algebra by Soledad Jose-Dilao, Ed.D. and
Juliet G. Bernabe, pp.169 – 170
 Algebra II Workbook (Functional Approach) by
Josephine M. Cabral, Julieta G. Bernabe, Efren L.
Valencia, Ph. D., pp. 120 - 122
4. Additional  Activity Sheets
Materials  Attachment
5. Learning Resources  EASE Module 1 on Searching for Patterns, Sequences and
(LR) portal Series, pp. 11 - 14

B. Other Learning http://www.mathisfun.com/algebra/sequences-series.html

Resources
IV. PROCEDURES
A. Reviewing or
presenting the new Note to the Teacher:
lesson Review the past lesson.

Ask: What was our lesson yesterday?

(Expected answer: finite sequence and infinite sequence and
finding the terms of the given nth term.)

Differentiate finite sequence from infinite sequence.

(Expected answer: finite sequence is a sequence with limit
while infinite sequence is a sequence without limit.)
B. Establishing a
purpose for the lesson In the past lesson, some terms of a sequence were found after
being given the general term. In this lesson, the reverse is
done. That is, given some terms of the sequence, try to find the
formula for the general term.

C. Presenting examples Illustrative Examples:

of the new lesson Examples:

1. Find a formula for the nth term of the sequence 2, 8,

18, 32,…

Solution:

Solving a problem like this involve some guessing.

Looking over the first 4 terms, see that each is twice a
perfect square:

2 = 2(1)
8 = 2(4)
18 = 2(9)
32 = 2(16)

By writing each sequence with an exponent of 2, the

formula for the nth term becomes obvious:
a1 = 2 = 2(1)²
a2 = 8 = 2(2)²
a3 = 18 = 2(3)²
a4 = 32 = 2(4)²
.
.
.
an = 2(n)² = 2n²

The general term of the sequence 2, 8, 18, 32,…. is

an = 2n²

3 4 5
2. Find the general term for the sequence 2, 8 , 27 , 14 ,
 ….
Solution:

2
The first term can be written as 1 . The denominators
are all perfect cubes while the numerators are all 1 more
than the base of the cubes of the denominators:
1+ 1
3
a1 = 2/1 = 1
2+ 1
3
a2 = 3/8 = 2
3+1
2
a3 = 4/27 = 3
4+ 1
3
a4 = 5/64 = 4

Observing this pattern, recognize the general term to

n+1
3
be an = n

D. Discussing new
concepts and
3. Find the nth term of a sequence whose first several
practicing new skills
terms are given
#1
1 3 5 7
2, 4, 6, 8,...

Solution:

Notice that the numerators of these fractions

are the odd numbers and the denominators are the
even numbers. Even numbers are in the form usually
written in the form 2n, and odd numbers are written in
the form 2n – 1 (an odd number differs form an
even number by 1). So, a sequence that has these
2n−1
numbers for its first four terms is given by an = 2 n .
E. Discussing new
concepts and 4. Find the nth term of a sequence whose first several
practicing new skills terms are given
#2 -2, 4, -8, 16, -32,…

Solution:

These numbers are powers of 2 and they

alternate in sign, so a sequence that agrees with these
terms is given by an = (-1)n 2n.
 Note: Finding the nth term of a sequence from the 1 st few
terms is not always automatic. That is, it sometimes takes a
while to recognize the pattern. Don’t be afraid to guess the
formula for the general term. Many times an incorrect
guess leads to the correct formula.

F. Developing Mastery Try this out

A. Write the formula for the nth term of the sequence:

1. The sequence of the natural numbers.

2. The sequence of the negative even
integers.
3. The sequence of the odd natural numbers.
4. The sequence of the negative odd
numbers.
5. The sequence of the multiples of 7.

B. Determine the general term for each of the following

sequences:

1. 2, 3, 4, 5,… 6. 4, 9, 14, 19,…

2. 3, 6, 9, 12,… 7. 3, 12, 27, 48,…
3. 4, 8, 12, 16, 20,… 8. 2, 16, 54, 128,…
4. 3, 4, 5, 6,… 9. 4, 8, 16, 32,…
5. 7, 10, 13, 16,… 10. 1, 8,27, 64,…

(Please see attachments for the key answer)

G. Finding practical An atom consists of energy levels. Each energy level can hold
applications of a maximum number of electrons. For the first 4 levels, these
concepts and skills in numbers are 2, 8, 18, 32. Find the formula for the nth term of
daily living the sequence.

H. Making (The Teacher may opt to ask the students on how to find the
Generalizations and general term of a sequence. Students may answer it orally.)
abstractions about
the lesson
Some pointers on how to find the general term of a sequence
is given below.

Pointers on How to Find the General Term of a Sequence

1. Study each term of the sequence as it compares to

its term number. Then answer the following
questions:

a. Is it a multiple of the term number?

b. Is it a multiple of the square or cube of the
term number? If each term is a multiple of
the term number, there will be a common
number.
 2. Examine the sequence. Does it increase or
decrease?

a. If it increases slowly, consider expressions

that involve the term number plus or minus
a constant like: n + 2 or n – 3.
b. If it increases moderately, think about
multiples of the term number plus or minus
a constant like: 2n or 3n – 1.
c. If the sequence increases very rapidly, try
powers of the term number plus or minus a
constant like: n2 or n2 + 1.

3. If the sequence consists of fractions, examine how

the denominator and numerator change as separate
n+1
2
sequences. For example: an = n yields
2 3 4 5 6
, , , , , . ..
1 4 9 16 25
Also, though not all sequences can be defined by a
formula, like for the sequence of prime numbers, be assured
that the sequences discussed or given here are all obvious
sequences that one can find a formula or rule for them.

I. Evaluating learning (Can be written or board work)

Find the general term, an, for the given terms of the sequence.

1 1 1 1
, , , ,. . .
1. 3, 7, 11, 15,… 3. 2 4 8 16
2. 0, -4, -8, -12,…
(Please see attachment for the key answer)
J. Additional
Activities for Please see attachment for Supplementary Activities
application or
remediation Try this out
V. REMARKS

VI. REFLECTION
A. No. of learners who A. _____ No. Of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B. _____ No. Of learners who require additional activities for
require additional remediation
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ____ No. Of learners who
lessons work? No. of have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who D. ____ No. Of learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? _____ Group collaboration
Why did these work? _____ Games
_____ Powerpoint Presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share (TPS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
_____ Role Plying/Drama
_____ Discovery Method
_____ Lecture Method
Why?
_____ Complete Ims
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Group member’s Cooperation in doing their tasks

F. What difficulties did I _____ Bullying among pupils

encounter which my _____ Pupils behavoir/attitude
principal and supervisor _____ Colorful IM’s
help me solve? _____ Unavailable Technology Equipment (AVR/LCD)
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
_____ Reading Readiness

G. What innovation or
localized I used/discover
which I wish to share
with other teacher?
 ATTACHMENT
Session: 1 (Day 3)

Content: Patterns and Algebra

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

TRY THIS OUT

A. Write the formula for the nth term of the sequence:

1. The sequence of the positive even integers that are divisible by 4.

2. The sequence of the negative integers less than -5.
3. The sequence of the positive odd integers greater than 9.
4. The sequence for which a1 is 8 and each term is 6 more than the preceding
term.
5. The sequence for which a1 is 3 and each term is 10 less than the preceding
term.

B. Determine the general term for each of the following sequences:

1. 1, 4, 9, 16,…

2. 3, 9, 27, 81,…

3. -2, 4, -8, 16,…

4. -3, 9, -27, 81,…

1 1 1 1
, , ,
5. 4 8 16 32 ,…

1 1 1 1
, , ,
6. 3 9 27 81 ,…

1 2 3 4
, , ,
7. 4 9 16 25 ,…

1 2 3 1
, , ,
8. 4 10 28 32 ,…

REFERENCES
 A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Searching for Patterns, Sequences and Series

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Worktext in Mathematics. Quezon

City,
Philippines: Rex Book Store.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

Intermediate Algebra by Soledad Jose-Dilao, Ed.D. and Juliet G. Bernabe

Algebra II Workbook (Functional Approach) by Josephine M. Cabral, Julieta G.

Bernabe, Efren L. Valencia, Ph. D.

C. OTHER RESOURCES

http.//www.mathisfun.com/algebra/sequences-series.html

KEY ANSWER

Developing Mastery: TRY THIS OUT

 A.

1 an = n
2 an = -2n
3 an = 2n – 1
4 an = -2n + 1
5 an = 7n

B.

1 an = n + 1
2 an = 3n
3 an = 4n
4 an = n + 2
5 an = 3n + 4
6 an = 5n – 1
7 an = 3n2
8 an = 2n3
9 an = 2n + 1
10 an = n3

EVALUATION:

1. an = 4n – 1
2. an = 4(1 – n)
1
n
3. an = 2

SUPPLEMENTARY ACTIVITY: TRY THIS OUT

A.
1. an = 4n
2. an = -(n + 5)
3. an = 2n + 9
4. an = 6n + 2
5. an = -10(n + 1)+ 3

A.

1. an = n2
2. an = 3n
3. an = (-2)n
4. an = (-3)n
 1
n+1
5. an = 2
1
6. an = 3n
n
2
7. an = ( n+1 )
n
n
8. an = 3 +1